Action research refers to an educator inquiring about their practices through personal involvement and using the learned knowledge to improve on future decisions. The premise of action research is to diagnose school problems and formulate action strategies that bring about change. Reflection is paramount to producing purposeful insight that a leader can share with other stakeholders in achieving a common goal: student and school success!! The administrator’s “wonderings” lead to research, data collection, additional insight, professional collaboration, implementation of changes, further reflection, and sharing of the final results. The distinction of being the “head learner” with this approach is far removed from the traditional research paradigm that saw teachers and principals as simple technicians whose only job was implementing research findings of outside experts. Educational fads often recycle and it’s important to note that the art of teachers engaging in “reflective action” has been around since the early twentieth century (Dewey, 1933). Leaders develop a sense of ownership when they participate in practitioner inquiry. This type of ownership contributes to focused change that results in successful reformations. Physical exercise and practical scheduling for inquiry are helpful strategies in solving a principal’s quest for balance. I have let these strategies go by the wayside in recent years but plan on making strides in regaining ownership of my personal time to become a more effective leader.
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